Registered Corporate Coach (RCC) is a highly respected global credential designed for professional business coaches at practitioner-level.
Those pursuing RCC are either beginning their journey as a business coach and may have had little or no previous experience with coaching, or already have some business coaching experience that they now wish to consolidate fully with best practice.
Professional business coaches at this level can access a strong foundation and the competencies and knowledge to apply their specialized skills to support clients, co-workers and organizations on a range of fixed agendas that are directly related to business and organizational goals and objectives.
Being an RCC means they can provide a professional offering.
PURPOSE OF CREDENTIAL
RCC:
Sets global standards for professional business coaches at practitioner-level, and clearly identifies these standards for buyers of business coaching
Provides an independent, robust and transparent assessment process that recognizes appropriate education for professional business coaches at this level
Contributes to the definition, development and self-regulation of the business coaching profession
TYPE OF CREDENTIAL
RCC is an independent, evidence-based credential (no prerequisite credential required*).
*NOTE: Each WABC credential is intended to be a stand-alone credential, which enables you to choose the credential that is right for your professional role, previous coaching experience, skill level, ambition, goals and client and employer needs at any point in your career. Our non-linear approach is purposefully designed to offer flexible and responsive learning options and credentials.
GRANTING INSTITUTION
RCC is awarded by WABC, a global accrediting body headquartered in Canada.
ELIGIBLE CANDIDATES
You are an ideal candidate for RCC if:
You have no business coaching experience and are looking to start your career in coaching, or
You have some business coaching experience and now wish to consolidate your practice fully with best practice, or
You’re an internal business coach providing the same level of service expected of external coaches within the confines of your own organization, or
You’re an external business coach providing services across a range of clients, or
You’re an external consultant providing multiple services including business coaching across a range of clients, and
You have a minimum of 7 years of business and organizational experience. (NOTE: If you have a minimum of 1 year of business coaching experience, you will be able to consider either a WABC Accredited Program or WABC Portfolio Pathway.)
HOW TO EARN RCC
To earn RCC, you must meet all these requirements:
Have a minimum of 7 years of business and organizational experience,
Successfully complete either a WABC Accredited (Level 1 – RCC)® Program or the WABC Portfolio Pathway (Program completion includes passing a written and performance related assessment. Portfolio completion requires submitting and passing your RCC Candidate Portfolio representing your professional business coaching performance. NOTE: A minimum of 1 year of business coaching experience and WABC Membership are requirements before registration in the Portfolio Pathway.), and
Meet the final administrative needs (e.g., agree to these standards, purchase your RCC Promo Package) by the required deadline.
HOW TO MAINTAIN RCC
As a foundational credential there are currently no ongoing requirements to maintain your credential. However, WABC fully expects RCCs to progress to an advanced WABC credential(s) as their career progresses.
HOW TO LIST RCC
The Registered Corporate Coach (RCC) credential must be listed in a specific way. Please log in to your dashboard for further guidance and access to your WABC RCC Promo Package.
Introduction of the WABC Portfolio Pathway as an additional route to earn RCC
Despite these revisions, these standard have not changed.
LEGAL:
WABC reserves all rights in connection with the Registered Corporate Coach (RCC) Standards, including the right to change, replace or discontinue.
WABC BUSINESS COACHING COMPETENCIES
The business coaching competencies are divided into three areas:
Self-Management–Knowing Oneself and Self-Mastery
Core Coaching Skill-Base
Business and Leadership Coaching Capabilities
Each area includes a listing of competencies. Each competency is illustrated by examples of the behavior expected of a proficient master coach with at least five years of experience.
Newer business coaches are not expected to demonstrate every competency listed here. Rather, the competencies provide a framework against which individuals can map their training and experience. In this way, individual coaches can use the competencies to gauge their progress toward master-level proficiency.
To ensure clarity and to permit standard and fair evaluation, the competencies are arranged in a hierarchical structure—areas (3), categories (15), competencies (37) and competencies’ indicators (249). This approach lends both structure and flexibility to the assessment process.
First, the competencies are divided into three “areas”:
Self-Management–Knowing Oneself and Self-Mastery
Core Coaching Skill-Base
Business and Leadership Coaching Capabilities
Then, under each area, the levels range from “categories” (most comprehensive) at the top, through “competencies” (specific) in the middle, to “indicators” (most specific) at the bottom. The following excerpt from the beginning of the competencies illustrates the different levels.
EXAMPLE:
Self-Management–Knowing Oneself and Self-Mastery [area]
1) Knowing Yourself–Self-Insight and Understanding [category]
Having ready access to your thoughts and feelings and being aware of how they affect your behavior[competency]
Be aware of your own emotions and able to recognize what you’re feeling at any given time [indicator]
Know the reasons why you feel the way you do [indicator]
Recognize how your feelings affect you and your work performance [indicator]
The indicators are very specific measures within each competency and are worded in such a way that individuals can rate themselves. It’s important to note that not all indicators (there are 249) are necessary or have equal weight in establishing a competency.
SELF-MANAGEMENT–KNOWING ONESELF AND SELF-MASTERY
1. Knowing Yourself–Self-Insight and Understanding
Having ready access to your thoughts and feelings and being aware of how they affect your behavior
Be aware of your own emotions and able to recognize what you’re feeling at any given time
Know the reasons why you feel the way you do
Recognize how your feelings affect you and your work performance
Have a high degree of awareness of what is important to you and the contribution you want to make– your values, purpose and vision
Know what you want and go after it
Know when your self-talk is helpful
Know when your self-talk is unhelpful
2. Acknowledging Your Strengths and Development Needs
Having a realistic perception of your strengths and development needs–knowing your strengths and limitations and showing a commitment to continuous learning and self-development
Know your strengths and less-developed areas, your abilities and limitations
Reflect on ways to learn from experiences
Seek out constructive feedback to improve your performance
Act on constructive feedback to improve your performance
Be able to show a sense of humor and perspective about yourself
Be a continuous learner: seek opportunities for self-development and lifelong learning, always looking to improve and grow
Self-belief–believing in your self-worth and capabilities
Present yourself to others as self-assured and confident in your capability
Prepare to take an unpopular stand when a decision or strategy compromises your principles
Make effective decisions in difficult or ambiguous situations, when time is critical
Trust your instincts and hunches, even in uncertain situations
Emphasize your strengths and appreciate them; accept your shortcomings and make allowances for them
3. Self-Mastery–Managing Your Thoughts, Feelings and Behaviors in Ways that Promote Behavior Contributing to Career and Organization Success
Self-regulation–managing your reactions and emotions constructively
Monitor and contain distressing emotions and regulate them so they don’t keep you from doing the things you need to do
Maintain self-control under adverse or stressful conditions (e.g., maintain demeanor, composure and temperament)
Manage your own behavior to prevent or reduce feelings of stress
Be able to think clearly and to stay focused when under pressure
Accept negative feedback without becoming defensive
Talk yourself out of a bad mood
Distinguish between a client’s contribution, and your own contribution, to your emotional reactions
Integrity–choosing ethical courses of action and being steadfast in your principles and beliefs
Set an example by consistently modeling high standards of honesty and integrity
Confront unethical behavior conducted by others
Be willing to admit to mistakes, even in the face of adverse consequences
Build trust by demonstrating ethical behavior
Take responsibility for your failures and mistakes, without blaming others or the circumstances
Self-responsibility–assuming personal responsibility and accountability for your performance
Assume personal accountability for meeting goals, outcomes and deadlines
Follow through on projects, difficulties and inquiries to full resolution
Plan and organize work effectively
Do whatever it takes (within reason) to meet commitments
Keep your promises and fulfill your commitments
Adaptability–flexibility in handling change
Take changing priorities and new developments in your stride, even in the face of ambiguity
Be flexible and adaptable when confronted with unexpected changes
Modify an approach or strategy as situations change
Be willing to modify a strongly held position in the face of contrary evidence
Adjust to new situations easily
Effectively juggle multiple demands on your time
Emphasizing excellence–setting for yourself, and confidently pursuing, challenging goals and high standards
Set yourself challenging goals
Maintain commitment to goals in the face of obstacles and frustrations
Demonstrate a willingness to take calculated risks
Remain optimistic and persistent, even in the face of setbacks or disappointments
Be confident that you will find a solution when you are under pressure
Constantly seek ways to improve your performance
Operate from hope of success rather than fear of failure
Feel capable of exerting influence on your life situation
Initiative–taking independent action to change the direction of events
Show inclination to initiate rather than react
Aim to achieve more than is required or expected of you
Bend the rules when necessary to get the job done
Take anticipatory action to avoid problems before they happen
Independently seek out and act on opportunities
Creativity and innovation–being receptive to new ideas and being able to generate alternative ways to view and define problems
Seek out innovative approaches and current developments related to your area of expertise
Seek out new ideas and approaches from a wide variety of sources
Experiment with different and novel ways to deal with problems and opportunities
See alternative ways to view and define problems
Think up alternative solutions to problems and challenges
CORE COACHING SKILL-BASE
1. Creating the Foundations for Business Coaching
Working within established ethical guidelines and professional standards
Abide by the ethical guidelines, standards and code of conduct of your own professional association and others
Clearly communicate the distinctions between coaching and other types of helping relationships, such as mentoring, counseling/psychotherapy and consulting
Recognize the limits of your own competence, and refer to other professionals when appropriate
Agreeing on a clear and effective contract for the coaching relationship
Develop a working agreement on the nature of the coach-client relationship (e.g., roles, responsibilities and boundaries)
Establish a formal coaching agreement/contract (either written or oral) that is specific, fair and effective, and that reflects the organizational context
Agree on terms of confidentiality
Determine whether there is an appropriate match between your own background and coaching style and the prospective client’s needs and expectations
Have a clear policy on note-keeping and/or taping sessions (e.g., for supervision purposes) and communicate this to the client
2. Developing the Business Coaching Relationship
Establishing trust and respect
Demonstrate a genuine concern for the client’s welfare and success
Demonstrate a strong belief in the boundless potential of others
Consistently work to establish trust and honest communication with the client
Establish clear agreements and keep promises
Clearly and candidly share your values, attitudes, beliefs and emotions when appropriate
Encourage the client to take on new and challenging tasks, while providing appropriate support
Create an environment of safety and security when dealing with sensitive issues
Create an environment of safety and security in which the client is able to share all sides of theirself (e.g., their ambitions, needs and fears)
Be honest and truthful in difficult situations (e.g., prepared to tell the client what they need to hear but others won’t say)
Establishing rapport
Have an open and responsive presence
Be comfortable sharing your intuitions with the client
Demonstrate a willingness to take risks and to enter the unknown
Have a very flexible approach to coaching and be able to adapt your style to what works best for the client
Make appropriate use of humor to make the work more fun
Be able to tolerate open expression of strong emotions directed at you without becoming defensive
Be able to manage the client’s expression of strong emotions about their situation without getting caught up in the client’s emotions
Be able to work with a variety of learning styles in individuals
Give objective feedback in a non-judgmental manner
3. Promoting Client Understanding
Listening to understand
Adjust easily to the client’s agenda
Hear the client’s expectations about what is and is not possible
Confirm understanding by observing and interpreting non-verbal signals (e.g., body language, facial expressions, tone of voice, etc.)
Use positive body language and non-verbal signals to demonstrate openness and undivided attention
Demonstrate active listening by seeking clarification, rephrasing the client’s statements and summarizing to check understanding
Encourage the client to “say more”–create a positive climate for the client to express their feelings, perceptions, concerns, suggestions, etc.
Acknowledge the client’s ideas and suggestions and build on them in discussions
Offer non-judgmental responses that encourage the client to explore and validate their feelings, concerns and aspirations
Use silence as an appropriate intervention to elicit more information
Listen to the client’s emotional undercurrents
Pay attention to what the client isn’t saying about issues discussed
Questioning effectively
Ask questions that reflect an understanding of the client’s point of view
Ask challenging questions that help the client to self-discover
Pose open-ended questions that help the client to clarify issues
Ask questions that help the client to develop new perspectives and new possibilities for action and learning
Ask questions that evoke commitment to action
Ask questions that steer the client towards their desired outcomes
Communicating clearly
Prepare in advance for the coaching session
Ensure that feedback to the client is clear and meaningful in terms of the client’s intended outcomes
Present alternative ways of viewing the client’s situation that are useful and meaningful to the client
Clearly state the coaching objectives, and the rationale for using particular techniques or exercises
Use language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, non-jargon)
Use analogies, metaphors and examples to help the client grasp an idea
Clarify and review with the client the information obtained during sessions
Facilitating depth of understanding
Understand and respond to the client’s unspoken feelings and concerns
Identify patterns and discrepancies in the client’s thoughts and/or behaviors
Enable the client to discover the thoughts, feelings and behaviors that will help them to achieve meaningful outcomes
Add order, clarity, depth of understanding and perspective to problematic situations
Help the client to look at the broader context of issues or problems
Create an environment that supports exploration and change
Help the client to recognize the impact of their thoughts and feelings on behavior
Recognize the client’s strengths and areas for learning and growth
Help the client to identify the most important issues to address during coaching
Contribute your knowledge, experience and expertise without giving advice
Employ a variety of perspectives when trying to make sense of a situation
4. Facilitating the Personal Transformation
Promoting action
Help the client to identify actions that will enable them to demonstrate and strengthen new learning
Encourage the client to think deeply and creatively, to look for new or different approaches to take
Help the client to systematically evaluate identified concerns, options and opportunities
Encourage the client to make appropriate decisions after exploring possible outcomes
Ensure that the coaching session leaves the client feeling motivated to apply what was learned in their life setting
Recognize and celebrate the client’s successes
Encourage and support the client to apply new knowledge or skills immediately (i.e., during the coaching session)
Help the client to determine a challenging yet realistic pace of learning
Focusing on goals
Work with the client to develop a coaching plan and goals for development
Encourage the client to keep focused on concerns and opportunities relevant to agreed-upon goals
Ensure that the coaching plan and development goals address the client’s concerns and major areas for learning and development
Create development goals that are specific, measurable, action-oriented and results-oriented, and that have an appropriate time frame
Assess coaching progress and adjust goals based on interim results and changing priorities
Help the client to evaluate and access the learning resources (e.g., people, books, courses) that will support their desired outcomes
Help the client to focus and build on their successes
Building resiliency
Help the client to remain on track between sessions (e.g., to take the actions needed to accomplish their goals)
Spend time in subsequent sessions checking the client’s progress regarding actions committed to previously
Acknowledge what the client has and has not done, learned and become aware of since the previous session
Positively confront the client when they do not take agreed-upon actions
Effectively relate what is being discussed to where the client wants to be
Promote self-discipline in the client by holding the client responsible and accountable for agreed-upon actions
Develop the client’s ability to coach theirself
Managing termination of coaching
Assess the client’s readiness for termination of coaching
Take whatever steps are necessary to ensure that the client can continue their development
Clarify with the client any follow-up arrangements
Guide the client and other stakeholders in devising a long-range development plan
Recommend internal and external means of development that best fit the needs of the client and the organization
Communicate with the client’s manager or other stakeholders to ensure commitment to the client’s future development, including regular progress reviews
Make yourself available for questions and clarification after the coaching ends
Check in with the client occasionally, as appropriate, to maintain the relationship
5. Professional Development
Maintaining and improving professional skills
Regularly seek out client feedback on your performance to help you develop your practice
Recognize your own limitations as a coach and seek supervision when appropriate
Use supervision on a regular basis to maintain and improve your coaching skills
Consult with supervisors and colleagues regarding client and coaching issues and issues related to your own professional development as a coach
Attend conferences and workshops to develop your coaching skills, expertise and knowledge
Read books, journals and articles to keep abreast of current developments in coaching
BUSINESS AND LEADERSHIP COACHING CAPABILITIES
1. Alignment
Understanding the business and displaying a strong grounding in business knowledge and competencies
Bring to the coaching situation a wide range of relevant knowledge about, and experience in, large corporations
Bring to the coaching situation a wide range of relevant knowledge about, and experience in, SMEs and start-up/entrepreneurial businesses
Understand the broader business context in which the client operates (e.g., market outlook, competition, products and services, clients and customers)
Become familiar with the vision, goals and objectives of the organization and its stakeholders
Understand the organization’s practices and policies as they relate to achieving business objectives
Understand how the organization evaluates the client’s performance and results
Understand the client’s role and position relative to the organization’s overall mission, strategy and key business initiatives
Become familiar with the organization’s human resource policies and procedures (e.g., on sensitive issues such as sexual harassment, diversity and incident reporting)
Become aware of how decisions are made and implemented within the organization (e.g., corporate governance principles, structures and channels for conducting business)
Demonstrating proficiency in systems thinking
Be equally comfortable discussing broad conceptual issues and specific practical issues
Encourage the client to look at the wider picture
Help the client to see their position and the organization through various viewpoints and perspectives
Apply a systems perspective to identify wider patterns of activity (internal and external) that help or hinder achievement
Recognize the client’s interdependence with other people and processes in the organization
Identify patterns or meanings in events and data that are not obviously connected
Identify parallels between the dynamics in the coaching relationship and the client’s impact on people and processes in the organization
Approach each problem situation with a clear perception of the political reality
Be comfortable coaching in a turbulent and constantly changing business system, filled with ambiguity
Aligning coaching initiatives with the business
Identify and set coaching and development priorities within the context of business plans
Ensure that coaching is primarily concerned with the client’s development in the context of organizational needs
Be clear about the responsibility of the client and other stakeholders to take action
Challenge the client, when necessary, to relate their behavior back to company aims
Strive to maximize the client’s contribution to the organization’s needs
Be flexible in adapting the client’s development needs to changing business priorities
Be able to ask tough, challenging questions that make the client think along new strategic lines
Be comfortable coaching around international issues and agendas
2. Leadership Knowledge and Credibility
Acting as a strong and influential role model
Be able to inspire and motivate others at the highest levels
Help the client to create and communicate a compelling and inspirational picture of the future
Model and demonstrate leadership behaviors in ways that enable the client to enact these behaviors for theirself
Practice leadership and integrate leadership qualities and behaviors into your working practice
Possessing thorough working knowledge of the world of the executive leader and leadership development
Know how leaders learn and the processes that facilitate leadership learning
Understand the challenges of effective leadership
Be thoroughly familiar with the demands faced by leaders in their particular business
Identify appropriate leadership development processes
Identify and select coaching techniques appropriate to the client’s leadership developmental tasks
Identify and articulate the difference between a manager and a leader
Facilitate the client’s transition from manager to leader
Understand and communicate the qualities required for effective leadership
Displaying highly developed communication and interpersonal competencies
Display a high level of confidence in working within the leadership arena
Discuss issues in a language appropriate to the business context
Understand the points of influence within the organization
Work beneath the strong ego of the leader
Challenge the leader to raise standards in all areas
3. Coach as Leader and Developer of Own Business
Creating and managing business relationship networks
Be able to win new clients
Be able to generate referrals from other professionals
Be able to generate new business through word of mouth
Provide the organization and the client with background information about yourself and your practice (e.g., references, fees and business practices)
Maintain a large network of contacts with other qualified professionals
Refer clients when you are not the best possible resource
Collaborating with other coaches
Establish alliances with other coaches to enable delivery of large contracts
Identify and develop resources and referrals
Share values and ethics with other coaches
Share best practices with other coaches
Promote the coaching profession
Learn about and develop the coaching profession
Developing yourself in a business capacity
Attend events (e.g., workshops and conferences) to develop your understanding of leadership and business ideas
Read professional books and trade journals (e.g., Harvard Business Review) to keep up with business developments
Read business newspapers (e.g., Financial Times) and business pages to stay informed about business and economic conditions
4. Partnerships and Engagement with Stakeholders
Creating and maintaining partnerships with all stakeholders in the business coaching process
Proactively develop a network of relationships and strategic partnerships within the organization, and maintain it through regular contact and follow-up
Understand and effectively discuss with the client and decision-maker the guidelines and parameters of the coaching contract (e.g., logistics, fees, inclusion of others if appropriate)
Recognize and involve Human Resources and other stakeholders as appropriate when agreeing on accountability
Understand the needs and requirements of the coaching sponsor
Participate in the organization’s process for selecting, matching and orienting business coaches
Develop a formal written confidentiality agreement before the coaching begins (e.g., specify which information will and will not be shared, in which circumstances, with whom and how)
Communicate openly about coaching progress with the client and other stakeholders (within the limits of the agreed-upon confidentiality)
Facilitate communication between the client and the organization about what the client is working on, their progress and their support needs
Abide by the organization’s values, ethical practices, confidentiality agreements, business practices and human resource policies; withdraw if these are incompatible with your own values
5. Understanding Organizational Change
Understanding organizational behavior and organizational development principles
Understand organizational processes and how to improve their efficiency and effectiveness
Analyze the elements, principles and relationships in organizational structure, culture and change management
Know how to facilitate the creation of vision and the clarification of direction
Know how to facilitate the development and implementation of strategic and operational plans
Know how to facilitate the development of strategies for leading and managing organizational change
6. Assessment
Assessing the client
Select from a wide variety of assessment instruments (e.g., 360-degree feedback and measures of personality, learning styles, interests, leadership style)
Carry out additional assessments of variables such as the organizational culture, team communication, organizational trust, quality, employee satisfaction, efficiency and profitability
Administer only those instruments for which you have been fully trained, certified or otherwise prepared
Explain clearly the strengths and limitations of assessment instruments
Maintain the client’s confidentiality by protecting assessment data
Provide a safe, supportive environment in which to deliver assessment feedback
Deliver feedback in ways that encourage the client to act upon the assessment
Help the client to use assessment data to create a development action plan
Assessing the individual and organizational benefits of business coaching
Know how to measure the effectiveness of coaching
Demonstrate commitment to measuring coaching success
Create relevant return on investment (or other models) for identifying added value
Use pre- or post-coaching assessments (e.g., 360-degree feedback) to measure results
Offer reliable and valid means for measuring the results and outcomes of coaching
Establish goals in the contracting phase so that the performance of both you and the client can be measured
7. Respect for Diversity
Having respect for and knowledge about multicultural issues and diversity
Adapt the language and/or approach you use during coaching to racial and cultural differences
Be aware of how cultural dynamics influence business processes, interactions and outcomes
Help to form effective strategies consistent with the organization’s position in a global economy
Help the client to recognize the value of diversity, and to maximize the benefits of racial and cultural differences in ways that improve outcomes
Demonstrate personal commitment to treating people equally and with respect and dignity
Clearly understand the business benefits of effectively managing racial and cultural diversity
Understand potential preferences and biases associated with your own racial and cultural identity, and how these might enhance or impede your delivery of services
Since 1997, WABC has been committed to defining and leading business coaching excellence.
In partnership with UK-based Professional Development Foundation, a leader in research and education in the professions, we spent years on in-depth research, literature reviews and consultations with some of the world’s top business coaches and their clients. One result of that immense effort was the detailed list of evidence-based professional competencies based on the real-world tasks of master coaches in small and large businesses, governments, institutions, nonprofits– any organizations where business coaches practice. To maintain its relevance as an accurate description of our profession, the competencies will continue to evolve, so we welcome your comments and advice.
Inclusive terminology through the use of non-binary gender pronouns
Small adjustments to the structure of the Business and Leadership Coaching Capabilities area, specifically categories 4, 5 and 7
Despite these revisions, these standard have not changed.
LEGAL:
WABC reserves all rights in connection with the WABC Business Coaching Competencies, including the right to change, replace or discontinue.
WABC BUSINESS COACHING COMPETENCIES
STRUCTURE OF THE COMPETENCIES
To ensure clarity and to permit standard and fair evaluation, the competencies are arranged in a hierarchical structure—areas (3), categories (15), competencies (37) and competencies’ indicators (249). This approach lends both structure and flexibility to the assessment process.
WABC’s competencies cover an impressive breadth and depth of practice expected of a proficient master coach with at least five years of experience. Newer business coaches are not expected to demonstrate every competency. Rather, the competencies provide a framework against which individuals can map their training and experience. In this way, individual coaches can use the competencies to gauge their progress toward master-level proficiency.
SUMMARY OF THE COMPETENCIES
Self-Management–Knowing Oneself and Self-Mastery
Includes 3 categories
Includes 10 competencies
Includes 59 competencies’ indicators
Core Coaching Skill-Base
Includes 5 categories
Includes 14 competencies
Includes 97 competencies’ indicators
Business and Leadership Coaching Capabilities
Includes 7 categories
Includes 11 competencies
Includes 93 competencies’ indicators
PROGRAM ACCREDITATION LEVEL GUIDANCE
High level guidance for WABC Accredited Programs offering business coach training
*Appropriate competencies and indicators must be included in your program. **All competencies and indicators must be included in your program. ***Appropriate competencies and indicators must be included in your program.
WABC Accredited (Level 3 – CMBC)
Self-Management–Knowing Oneself and Self-Mastery*
Core Coaching Skill-Base**
Business and Leadership Coaching Capabilities***
*All competencies and indicators must be included in your program. **All competencies and indicators must be included in your program. ***Appropriate competencies and indicators must be included in your program.
Since 1997, WABC has been committed to defining and leading business coaching excellence.
In partnership with UK-based Professional Development Foundation, a leader in research and education in the professions, we spent years on in-depth research, literature reviews and consultations with some of the world’s top business coaches and their clients. One result of that immense effort was the detailed list of evidence-based professional competencies based on the real-world tasks of master coaches in small and large businesses, governments, institutions, nonprofits– any organizations where business coaches practice. To maintain its relevance as an accurate description of our profession, the competencies will continue to evolve, so we welcome your comments and advice.
The Worldwide Association of Business Coaches (WABC) strives to be on the leading edge in all aspects of its work. Our Code of Business Coaching Ethics and Integrity is no exception. As the foundation of everything we do, this Code embodies the highest set of principle-based commitments that we apply to our business interactions and decision making.
How we got here
In November 1999, we published the Member Code of Ethics and Conduct, a set of personal commitments voluntarily made by all members of the Association. Later, rapid growth and change in the industry led us to revise our Code so that it reflected the core philosophies and integrity of our expanding global Association.
From March to June 2003, an Ethics and Integrity Expert Advisory Task Force was assembled to revise the Code, to establish a process for handling ethical dilemmas and issues, and to recommend a monitoring and reviewing system for our ethics program. World-renowned business ethics expert Errol P. Mendes, LLB, LLM, acted as chair, and the task force members came from four different countries. As well, the Association membership had the opportunity to participate in various phases of the work, including the membership-wide ethics survey in March and the final feedback on the new Code in July, before its publication in October 2003.
A unique and advanced Code
After reviewing membership feedback, analyzing other associations’ codes and complaint processes, and researching related documents, the task force unanimously agreed that a brand new Code would best address the diverse range of business interactions and decisions faced by our members around the world.
Thanks to expert guidance and substantive revision, our current Code embodies the highest ethical standards in the industry. It includes our Business Coaching Definition, our Principles, and our Safe Harbor Conciliation and Adjudication Process. It’s simply the most unique and advanced code of its kind in the world today.
Who benefits from the Code?
Our Code is intended for WABC members and their clients. The term ”client” may include client, coachee, colleague, learner, mentee, partner or student.
Our conciliation, adjudication, monitoring and review processes
We make our Code a living document through our Safe Harbor Conciliation and Adjudication Process. This process requires active participation from both WABC and members. It is monitored continuously and reviewed annually to ensure that it stays relevant.
The WABC Ethics and Integrity Committee oversees the consultation, adjudication, monitoring and review processes.
Our enduring mutual commitments
Our Code provides direction in times of uncertainty and operates in concert with WABC’s guiding philosophies. While the Code can’t possibly address every ethical matter, it can help us think deliberately and deeply about how to appropriately conduct our business affairs across disparate business contexts and cultures. The Code can also stimulate dialogue and debate on ethical challenges in the future.
The success of this dynamic Code lies in the enduring mutual commitments between WABC and our members. I welcome your full support as we move ahead during these opportune times.
Looking forward,
Wendy Johnson WABC Founder & President/CEO December 17, 2007
WABC CODE OF BUSINESS COACHING ETHICS AND INTEGRITY
our principles
We, as members of WABC, commit ourselves to:
Maintaining the highest ethical standards with our clients, our fellow members and WABC. These standards are founded on advancing the best interests of the client, the emerging profession of business coaching, the Association and the general public. We fully accept that the fundamental principle of our emerging profession is to do no harm and to promote and protect human dignity and diversity.
Maintaining the highest ethical standards in the publicity and marketing of our services, including offering only those services in which we have appropriate expertise or training.
Making clear to our clients what can reasonably be expected of our business coaching services, and striving to ensure that our clients fully understand the terms of our coaching agreement. We will avoid making false claims, giving misleading information or raising false expectations with our clients.
Maintaining the strictest levels of confidentiality with all client information. We will ensure that our coaching service agreements clearly define which information can and cannot be disclosed. In the course of providing coaching services, there will be no unauthorized disclosure of client information (including the client or company name).
Offering and performing our services in the interests of the client. We will not engage in conduct that may compromise client interests with a view to obtaining other contracts from third parties, including parties that may be compensating us for our services.
Avoiding all conduct that amounts to sexual, racial or other forms of discrimination, harassment or inappropriate relations with clients or their colleagues or superiors.
Maintaining the highest ethical standards in our relationships with business coaching colleagues at WABC and elsewhere, and respecting their professional contributions and work. We will only use information about WABC members in an appropriate manner, as authorized by the Association.
our safe harbor conciliation and adjudication process
By virtue of their membership in WABC, all member coaches have agreed to abide by the Safe Harbor Conciliation and Adjudication Process.
The Safe Harbor Process may be triggered if there is a concern related to the WABC Code and the concern involves WABC, a member coach or a client of a member coach.
The first stage of the Safe Harbor Process is the consultation stage. At this stage, the concern will be reviewed to determine whether further steps are necessary.
If the concern relates to WABC, and/or to its President and CEO, an independent third party will be chosen by mutual agreement by the parties involved from a roster to be established by the WABC President and CEO. If the parties involved cannot reach a mutual agreement, the WABC President and CEO will designate an independent third party.
If the concern relates to a member coach or a client of a member coach, WABC, through its President and CEO, will designate an appropriate party to review the matter. This party may be an independent WABC member.
The independent third party will review the concern with all individuals involved, with the objective of reaching an amicable resolution. The independent party will allow all parties a reasonable opportunity to provide relevant information and responses to any positions taken by other parties.
If the first stage of the Safe Harbor Process is unsuccessful, the concern will move on to the second stage, adjudication. At this stage, the concern will be considered further through a more formal hearing.
If the concern relates to WABC, and/or to its President and CEO, a panel of three people will conduct the hearing. The panel members will be chosen by mutual agreement by the parties involved from a roster to be established by the WABC President and CEO. If the parties involved cannot reach a mutual agreement, then the WABC President and CEO will designate one panel member, the other party (or parties) involved will designate a second panel member, and those two panel members will designate the third panel member.
If the concern relates to a member coach or a client of a member coach, WABC, through its President and CEO, will designate a panel of three people from a roster to be established by the WABC President and CEO.
In either case, the adjudication panel will receive information and responses from all individuals involved, with the objective of establishing whether the integrity of the WABC Code was affected by the concern raised. The independent third party from the consultation stage will not take part in this formal adjudication.
The panel members, after satisfying themselves that they have all the relevant information and positions, will then determine whether the integrity of the WABC Code was affected by the concern raised. If they conclude that this was the case, they will recommend measures to preserve the integrity of WABC and restore the ethical balance between parties. These measures could include formal apologies, mandatory training, sharing of benefits and/or punitive actions (e.g., withdrawal of membership or credentialing, measures affecting WABC or its President and CEO).
At all stages of the Safe Harbor Conciliation and Adjudication Process, parties are encouraged to settle their concerns amicably and with a view to restoring the ethical integrity and balance of all involved.
Members of this committee are very seasoned business coaches with substantial experience and a demonstrated record of maintaining impeccable integrity, confidentiality and impartiality.
Committee members are available to receive and respond to any ethics inquiries, concerns, or complaints from our members, or their clients.
WABC reserves all rights in connection with the WABC Code of Business Coaching Ethics and Integrity, including the right to change, replace or discontinue.
OPEN LETTER FROM THE WABC FOUNDER & TASK FORCE CHAIR
Promoting excellence in business coaching is at the heart of everything WABC does. Now, to cap off years of standards-related projects that address the ethics, integrity, competency, professional responsibility, credentialing and training of business coaches, we are proud to establish the WABC Professional Standards for Business Coaches, the first-ever set of international, association-sponsored professional standards for business coach practitioners.
Why professional standards?
The WABC Professional Standards for Business Coaches describe the practice of business coaches: what we do and don’t do. The document is intended to educate coaches, clients and the public, and to help clients and their sponsors and organizations understand what to expect from business coaching.
In adopting professional standards, business coaching joins comparable occupations (e.g., psychology, human resources and management) in defining what makes our practice, and its contribution to clients, distinct. In doing so, we hope to further standardize the emerging profession and its practitioners, for the benefit of our clients and for the good of the public.
How were the standards created?
The WABC Professional Standards for Business Coaches are based on the real-life practice of business coaches around the world.
The standards began as a discussion paper drafted by the Professional Development Foundation (PDF), a world leader in research and education in the professions. The discussion paper reviewed 50 professions, examined professional standards in coaching and related fields (ranging from teaching to business consulting to health and psychology) and presented possible standards for business coaches.
A global task force of senior business coaches then reviewed and debated the PDF paper, producing draft standards for WABC members to review. Based on the member review, the task force further revised the standards. On June 29, 2011, the WABC Professional Standards for Business Coaches were made available to WABC members as a guidance document. The standards have since undergone additional review and polishing by the WABC’s Ethics Advisor, the WABC Ethics and Integrity Committee and the Professional Standards Task Force and are now available here.
Acknowledgments and thanks
Compiling a set of coherent, realistic professional standards for business coaches is a huge and specialized undertaking. We are grateful for the wise counsel of PDF, in particular founding director David A. Lane, a renowned expert in standards research. We also commend Nicola Hurton, Reinhard Stelter and Sunny Stout-Rostron for their invaluable contributions to the discussion paper. The virtual platform that PDF provided was immensely helpful to the task force’s discussions.
This project couldn’t have happened without the unparalleled expertise of our international task force helmed by Melinda Sinclair (Canada) as chair and Wendy Johnson (WABC) as vice-chair.
For the original guidance document, sincerest thanks go to Enrique Lopez de Los Rios (Mexico), Irene Vera (Argentina), Kate Lidbetter (United Kingdom), Keith To (Hong Kong), Paul Fisher (United States), Phyllis Campagna (United States), Robin Linnecar (United Kingdom), Stephen Parker (Denmark), Sunny Stout-Rostron (South Africa), Svenja Wachter (Germany), Ton de Graaf (Netherlands) and Trevor Childs (Belgium).
For our final review round, sincerest thanks go to WABC’s Ethics Advisor, Errol Mendes (Canada); members of our WABC Ethics and Integrity Committee: Teruko Kachi (Japan), Margaret Miller (Canada), Phyllis Campagna (United States) and Svenja Wachter (Germany); and to the WABC Professional Standards Task Force: Kate Lidbetter (United Kingdom), Phyllis Campagna (United States), Robin Linnecar (United Kingdom), Sunny Stout-Rostron (South Africa), Svenja Wachter (Germany) and Ton de Graaf (Netherlands).
These senior business coaches brought to the table an extraordinary mix of consummate professionalism, experience in business coaching and standards, and passion for our emerging profession. They gave freely of their time, ideas and experience, and the field of business coaching will be long in their debt.
Thanks go to Frances Peck of West Coast Editorial Associates for editing various drafts of the standards and smoothly incorporating feedback from diverse reviewers. Her meticulous attention to detail and superior ability to synthesize have woven many strands into a coherent, balanced and readable document. Our thanks also to Yvonne Van Ruskenveld of West Coast Editorial Associates who skillfully handled the final editing piece.
Finally, we sincerely thank the many WABC members who took the time to review and comment on the draft standards. Their invaluable feedback was key to making sure that the standards accurately reflect the international practice of business coaching today.
On a personal note, we have both been inspired throughout this project by the tremendous commitment that business coaches show, day in and day out, to their industry and their community. That commitment is what these standards aim to capture and what is earning business coaching increased respect as a must-have business service and an emerging profession.
We see the WABC Professional Standards for Business Coaches as the start of a collaborative conversation. Now that the standards are officially adopted, we hope to work with other like-minded business coaching organizations to arrive at a common set of standards that will steer business coaching into the future.
Looking forward,
Wendy Johnson WABC Founder & President/CEO
Melinda Sinclair WABC International Professional Standards Task Force Chair
WABC PROFESSIONAL STANDARDS FOR BUSINESS COACHES
PREamble
For the purposes of these standards, business coaching is defined as:
The process of engaging in regular, structured conversation with a client, with the goal of enhancing the client’s awareness and behavior so as to achieve business objectives for both the client and their organization.
For the purposes of these standards, client is defined as:
An individual or team who is within a business, profit or nonprofit organization, institution or government and who is the recipient of business coaching.
Business coaches are a diverse group of practitioners. They work in many sectors, including corporate, nonprofit and government, and they practice all over the world. Some are external coaches who serve a range of clients; others are internal coaches who work for one organization. Because each client is different, an effective business coach tailors each coaching engagement to meet the client’s and the organization’s needs, rather than taking a “one size fits all” approach.
Individual client circumstances and coaching styles aside, there are certain core professional standards that an effective business coach must adhere to. Members of WABC, as part of their commitment to excellence in business coaching, view the following professional standards as required practices for effective business coaches in the delivery of coaching services. WABC will oversee these standards and members’ adherence to them.
PRofessional standards
A. The Business Coach-Client Interaction
1. Professionalism and Ethics
I will apply high standards of honesty and integrity to my service provision and behavior. This means that I will:
Uphold WABC’s ethical guidelines, standards, and terms and policies.
Honor all agreements made in the context of business coaching relationships, and all other legal and ethical obligations to the client and others involved in the coaching engagement (e.g., sponsor, organization, colleagues).
Consider whether any potential engagement might create an actual or perceived conflict of interest and, if a conflict is identified, declare it and take all reasonable steps to protect the interests of the client and others involved in the coaching engagement.
2. Client Focus
I will put the client first while at the same time respecting the objectives of the client’s organization. This means that I will:
Serve the client to the highest possible standards, in a way that is appropriate to the client’s and organization’s objectives and in keeping with the highest standards of integrity.
Keep the client’s development and performance central to my work.
Work to establish mutual trust and honest communication with the client.
3. Business and Organizational Context
I will operate in the interests of the client’s business and organizational contexts. This means that I will:
Understand the importance of context in my work, and display a strong grounding in fundamental business knowledge and processes.
Ensure that I have the appropriate level of corporate knowledge to understand the developmental, political, commercial and environmental needs of the client and their organization.
Ensure that the coaching engagement is appropriately aligned with the context of the client’s organization.
4. Business Coaching Process and Contracting
I will put into place an appropriate coaching services agreement (oral or written) to work with clients towards agreed-upon objectives. This means that I will:
Establish up front a clear and effective agreement for the coach-client relationship, strive to ensure that the client understands the terms, and refine the agreement when appropriate.
Create a coherent process for my work in agreement with the client and others involved in the coaching engagement.
Communicate with the client about what to expect from business coaching services, focusing on results and agreeing how outcomes of success will be measured, evaluated and realized.
B. Factors Affecting the Coaching Interaction
5. Boundaries
I operate in areas where clear boundaries need to be recognized and drawn. This means that I will:
Be aware of the relevant values, ethical practices, confidentiality agreements, business practices and human resource policies within the client’s organization, and withdraw if these impede my ability to serve the client.
Be aware of relevant legislation (e.g., privacy), regulations and standards in the contexts in which I practice, and never intentionally contravene them.
Recognize, and act only within, the limits of my own competence, and refer to other professionals when appropriate.
Act only within the scope of my own conscience and values.
6. Confidentiality
I will practice coaching in a way that promotes confidentiality and respects the client’s privacy. This means that I will:
Ensure, before the coaching engagement begins, that a confidentiality agreement is in place to specify which information will and will not be shared, in which circumstances, with whom and how.
Abide by the agreed-upon terms of confidentiality, except when they are superseded by matters of health, safety, ethics or legality.
Protect the client’s assessment, performance and other personal data to the extent agreed upon in the confidentiality agreement.
7. Diversity
I will respect cross-cultural diversity and personal uniqueness at all times. This means that I will:
Understand how cultural dynamics and personal differences influence business relationships and outcomes.
Work with the client to leverage diversity in ways that promote successful business and organizational outcomes.
Understand the potential preferences and biases associated with my own cultural and personal identity, and ensure that my communication and approach are appropriate to the client’s circumstances.
8. Responsibility and Respect
I have a professional responsibility to act as an effective role model. This means that I will:
Behave and manage my practice in a way that models exemplary professionalism and reflects well on the field of business coaching.
Assume personal responsibility and accountability for my professional decisions and actions.
Treat all people fairly and with respect and dignity.
C. Developing the Profession
9. Professional Development
I am committed to professional development and to continuously enhancing my competence. This means that I will:
Seek appropriate external feedback, on a regular basis, to maintain and improve my coaching effectiveness.
Keep my learning and practice up to date through appropriate professional development, such as conference and workshop attendance, work-based learning, reading, research, training and supervision activities, presentations and involvement with WABC or other relevant professional associations.
Set high standards for myself, and pursue challenging goals and performance excellence.
10. Promotion of the Profession
As a member of WABC, I am committed to the advancement of the association and the profession of business coaching. This means that I will:
Commit to the advancement of both my own knowledge base and that of the field of business coaching.
Promote and uphold the good standing of WABC, and behave in a way that reflects well on its reputation.
Observe and promote these professional standards as set out and as they may be revised from time to time.
WABC reserves all rights in connection with the WABC Professional Standards for Business Coaches, including the right to change, replace or discontinue.
WABC BUSINESS COACHING DEFINITION
Business coaching is the process of engaging in regular, structured conversation with a “client”: an individual or team who is within a business, profit or nonprofit organization, institution or government and who is the recipient of business coaching. The goal is to enhance the client’s awareness and behavior so as to achieve business objectives for both the client and their organization.
Business coaching enables the client to understand their role in achieving business success, and to enhance that role in ways that are measurable and sustainable. The coaching process may take different forms (e.g., individual or team coaching) and involve different goals (e.g., problem solving, career and succession planning, leadership/executive development, creation of high-performing teams), but throughout there is a clear focus on the business objectives of both the client and the organization.
This dual focus is what distinguishes business coaching from other types of coaching. The business coach helps the client discover how changing or accommodating personal characteristics and perspectives can affect both personal and business processes. Successful coaching helps the client achieve agreed-upon business outcomes as an individual or team within the context of an organization.
Business coaching establishes an atmosphere of mutual trust, respect, safety, challenge and accountability to motivate both the client and the coach. To that end, the business coach must conduct an ethical and competent practice, based on appropriate professional experience, business knowledge and an understanding of individual and organizational change.
NOTE:“Business coaching” is an inclusive term that refers to all types of business and organizational coaching. It is practiced by internal and external coaches who may identify as corporate coaches, executive coaches, leadership coaches, organizational development coaches or other types of business coaches. Regardless of the practitioner’s title, business coaching is defined by its dual focus on the client and the client’s organization.
Since 1997, WABC has been committed to defining and leading business coaching excellence.
In partnership with UK-based Professional Development Foundation, a leader in research and education in the professions, we spent years on research, literature reviews and consultations with top global business coaches and their clients. One result was a working definition of business coaching in October 2007. We revised the definition in 2011, while creating the WABC Professional Standards for Business Coaches. The global task force that produced the standards, and the WABC members who reviewed them, suggested valuable changes. To maintain its relevance as an accurate description of our profession, the definition will continue to evolve, so we welcome your comments and advice.
